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In 1994 the legal scholarship movement, critical race theory (CRT), was introduced in education. Since that time, a variety of scholars have taken up CRT as a way to analyze and critique educational research and practice. In this brief summary the author addresses the themes of the articles found in this issue and offers words of encouragement to a new generation of scholars who see CRT as a valuable tool for making sense of persistent racial inequities in US schools.
Gloria Ladson‐Billings (Tue,) studied this question.
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